Annual Report - Friendship Academy of the Arts
Transcription
Annual Report - Friendship Academy of the Arts
FRIENDSHIP ACADEMY OF FINE ARTS 2012 ANNUAL REPORT ON CURRICULUM, INSTRUCTION, AND STUDENT ACHIEVEMENT Minnesota Charter School District #4079 Ethel Norwood, Director 2600 East 38th Street Minneapolis, MN 55406 Phone: (612)879-6703 Fax: (612)879-6707 Email: [email protected] Authorizer Minneapolis Public Schools Office of New Schools 1250 W Broadway Minneapolis MN 55411 Phone: (612) 668-5336 TABLE OF CONTENTS I. Executive Summary....................................................................................................................................... 3 II. Mission, Goal, and Accountability Plan ........................................................................................................ 4 III. School Program, School Enrollment, and Student Attrition.......................................................................... 5 IV. Academic Performance.................................................................................................................................. 8 V. School Operational Performance................................................................................................................. 12 VI. Successes, Innovative Practices and Implementation.................................................................................. 13 VII. Challenges, and Future Plans....................................................................................................................... 14 VIII. Finances....................................................................................................................................................... 15 IX. Staffing ........................................................................................................................................................ 16 X. Governance and Management ..................................................................................................................... 18 XI. Professional Development........................................................................................................................... 19 XII. Appendix A: Registration with Minnesota Attorney General’s Office ....................................................... 20 XIII. Appendix B: Application for Enrollment .................................................................................................... 22 XIV. Appendix C: Enrollment and Admissions Policy........................................................................................ 24 XV. Appendix D: Enrollment Form.................................................................................................................... 26 XVI. Appendix E: UFARS Financial Statement ................................................................................................. 28 2 EXECUTIVE SUMMARY This report provides the Minnesota Department of Education, Minneapolis Public Schools (MPS), families of Friendship Academy of Fine Arts (FAFA), and the general public with information describing the progress of FAFA and its students during the school’s twelve years of operation. A summary of the key findings in this annual report are as follows: • FAFA serves a unique student population o All students are students of color (100%) and the large majority qualify for free or reduced lunches (93%). FAFA served a higher percentage of students of color (+37%) and students qualifying for free or reduced lunches (+28%) than MPS. • Academic performance o Measures of Academic Performance • The majority of students (80%) made Above Growth from fall 2011 to spring 2012 in reading; the large majority (96%) made Above Growth in mathematics. • The percentage of students scoring Above Growth has increased substantially from the 2009-2010 school year to the 2011-2012 school year for a total increase of +45.6% in reading and +52.8% in mathematics. o • Minnesota Comprehensive Assessment • FAFA students had the highest percentage of students scoring proficient in the school’s history with 70.7% of students proficient in reading (an increase of +8.5% from the previous school year) and 65.0% proficient in mathematics (an increase of +16.4% from the previous school year). • FAFA proficiency rates exceeded those of MPS by +12.1% in reading and +22.4% in mathematics. • The percentage of students scoring as proficient has increased substantially from the 2009-2010 school year to the 2011-2012 school year for a total increase of +30.7% in reading and +45.0% in mathematics. • In 2012, the proportion of students On Track (not-proficient but making high growth or proficient and making medium or high growth) was 64% in reading and 82% in mathematics. • FAFA gained 95% of possible points on the Multiple Measures Rating (MMR) placing the school in the 94th percentile of all Minnesota schools; FAFA is designated as a Reward School for scoring in the top 15% of Title I schools on the MMR. School Operational Performance o Parent Involvement • In 2011-2012 FAFA rigorously collected information on levels of parent involvement in the school. In 2011-2012 FAFA achieved 61.8% of families attending one or more family involvement activities. The goal for 20112012 is to increase involvement by +25% over to achieve 86.8% of total families attending one or more events by 2012-2013. o Student Enrollment • FAFA’s met the goal of increasing student enrollment from 2011-2012 to 2012-2013 by 10%, achieving a +37.4% increase in enrollment. 3 MISSION, GOALS, AND ACCOUNTABILITY PLAN FAFA is a Minneapolis charter school that serves urban students in grades K-6. FAFA emphasizes educating students for a successful global future through the arts. FAFA is a registered non-profit with the Minnesota Attorney General’s Office (see Appendix A). Mission Statement. Students will demonstrate the importance of discipline, practice, persistence and self-evaluation; and will apply what they experience and learn through the arts and other core subjects to all aspects of their lives. Goals & Accountability Plan. FAFA has developed two academic and two non-academic goals for the 2011-2012 school year as part of their commitment to accountability. All of the academic and non-academic goals were developed with specific measurement tools and indicators of success (see Table 1 below). Table 1: FAFA’s 2011-2012 Accountability Plan Academic Goals Increase students’ academic knowledge in reading and math. Non-Academic Goals Increase parent, student and staff satisfaction with the school’s program. Measurements Measures of Academic Progress (MAP) Reading, and Mathematics Minnesota Comprehensive Assessments-Series II (MCA-II) Measurements Modified version of the Yale University School Climate Surveys Indicators of Success Standard: The proportion of students in grades 2-6 who were enrolled for the entire school year that score at or above average in the spring will increase each year by 10%. Growth: The proportion of students making appropriate fall-to-spring growth will be similar to the proportion of students from local district (Minneapolis Public Schools) and national samples. Standard: Tested students will perform at or above district-wide averages on the MCA-II. Growth: The percent of students meeting proficiency will increase each year. (This goal will be measured for subsequent years if an adequate number of FAFA students are tested and the results are posted by the Minnesota Department of Education.) Indicators of Success Standard: At least 85% of FAFA parents (of those who respond) will be satisfied with the school’s program by 2013. Standard: At least 85% of FAFA students (of those who respond) will be satisfied with the school’s program by 2013. 4 SCHOOL PROGRAM, SCHOOL ENROLLMENT, AND STUDENT ATTRITION Authorizer Minneapolis Public Schools Office of New Schools 1250 W. Broadway Minneapolis MN 55411 Phone: (612) 668-5336 FAFA opened in 2001 Contracts were renewed in 2004 (three years), 2006 (two years), 2008 (two years), 2010 (one year), 2011 (one year), and in 2012 (three years). Description of Sponsor Accountability Initiatives or Reports. FAFA is required to submit an annual report to Minneapolis Public Schools (MPS) to document its progress in meeting stated academic and non-academic goals. School Calendar/Hours of Operation. School was in session August 29, 2011 through June 5, 2012. The school day at FAFA ran from 10:00 am to 4:45 pm Monday through Friday. FAFA also operates early morning (7:00 am to 9:45 am) and after school (4:30 pm to 5:30 pm) programs. Student/Classroom Teacher Ratio. FAFA employed seven classroom teachers, four educational assistants, and four administrative/support staff to serve 102 students in grades K-6. The overall student to classroom teacher ratio for 2011-2012 was 14.9:1. Enrollment. FAFA requests that parents/guardians of prospective FAFA students complete an enrollment application (see Appendix B) which requests minimal information: student’s name, grade, and parent/guardian contact information. As outlined in the enrollment policies and procedures (see Appendix C), FAFA gives priority to siblings of currently enrolled FAFA students, then admits other prospective students. However, if demand exceeds space, FAFA conducts a lottery to fill openings in the program. Once a student has been accepted to FAFA, additional information (e.g., previous history of IEP or special education programs) is obtained in order to match program services to student needs (see Appendix D). Characteristics of FAFA Students. As shown in Table 2, in 2011-2012 the student body was comprised entirely of students of color (95% Black, 5% Hispanic) and a large majority of students qualified for free or reduced lunch (93%). In 2011-2012, there were no students identified as Limited English Language Proficient and 12% of students were identified as having Special Education status. 5 Table 2: Characteristics of FAFA Students Year Enrollment Average Daily Membership1 Male Female Race/Ethnicity American Indian Asian/Pacific Islander Black/Non-Hispanic Caucasian Hispanic 06-07 101 07-08 114 08-09 104 09-10 120 10-11 104 11-12 102 94.53 104.17 105.92 121.03 96.75 99.78 56 (55%) 45 (46%) 51 (45%) 63 (55%) 53 (51%) 51 (49%) 58 (48%) 62 (52%) 43 (41%) 61 (59%) 40 (39%) 62 (61%) 2 (2%) 0 (0%) 94 (93%) 4 (4%) 1 (1%) 3 (3%) 0 (0%) 101 (87%) 1 (1%) 9 (8%) 0 (0%) 0 (0%) 91 (88%) 8 (8%) 5 (5%) 0 (0%) 0 (0%) 100 (83%) 16 (13%) 4 (3%) 1 (<1%) 0 (0.0%) 93 (89%) 4 (4%) 6 (6%) Students of Color 97 (96%) 113 (99%) 96 (92%) 104 (87%) 100 (96%) Free or Reduced Lunch Limited English Proficient Special Education Status Mobility Index2 87 (86%) 105 (92%) 91 (88%) 117 (98%) 99 (95%) 0 (0%) 0 (0%) 97 (95%) 0 (0%) 5 (5%) 102 (100%) 95 (93%) 0 (0%) 0 (0%) 0 (0%) 0 (0%) 13 (13%) 0 (0.0%) 12 (12%) 0.39 11 (10%) 0.33 5 (5%) 0.23 11 (9%) 0.37 10 (10%) 0.35 12 (12%) N/A3 Figures 1-3 below show the proportion of students enrolled at FAFA and enrolled at Minneapolis Public Schools (MPS) on three key demographic characteristics. As can be seen in the figures, FAFA has a much higher proportion of students of color and of students eligible for free or reduced price lunch than does MPS. In contrast, MPS has a slightly higher proportion of students with special education needs than does FAFA. Figure 1: Proportion of Students of Color Enrolled at MPS and at FAFA Students of Color 100% 80% 60% 40% 20% 0% MPS 06-07 73% 07-08 72% 08-09 70% 09-10 69% 10-11 67% 11-12 63% FAFA 96% 99% 92% 87% 96% 100% 1 Average Daily Membership (ADM) is computed by taking the number of days the student was reported as enrolled divided by the number of instructional days reported for that school. 2 Mobility is calculated by adding mid-year enrollments, transfers and withdrawals and then dividing by the district's October 1 enrollment. Mobility represents how much activity occurs annually based on student transfers after the school year begins. 3 Not currently available. 6 Figure 2: Proportion of Students Eligible for Free or Reduced-Price Lunch Enrolled at MPS and at FAFA Free / Reduced Price Lunch 100% 80% 60% 40% 20% 0% MPS 06-07 72% 07-08 70% 08-09 64% 9-10 65% 10-11 65% 11-12 65% FAFA 86% 92% 88% 98% 95% 93% Figure 3: Proportion of Students with Special Education Status Enrolled at MPS and at FAFA Special Education Status 100% 80% 60% 40% 20% 0% MPS 06-07 20% 07-08 21% 08-09 14% 09-10 16% 10-11 14% 11-12 14% FAFA 12% 10% 5% 9% 10% 12% 7 ACADEMIC PERFORMANCE Measures of Academic Progress. During the 2011-2012 school year, FAFA used Northwest Evaluation Association’s (NWEA’s) Measures of Academic Progress (MAP) as one piece to monitor student progress towards accountability goals. The MAP is a computer-adaptive assessment that is aligned with state educational objectives and can be used to assess student understanding in reading, language use, and mathematics. FAFA administered the MAP tests for reading and mathematics in fall 2010 and spring 2011 to students in grades 1-6. Students in kindergarten completed the MAP primary reading and primary mathematics in fall 2010 and spring 2011. FAFA currently has two MAP related goals: (1) the proportion of students in grades 2-6 who were enrolled for the entire school year that score at or above average will increase each year by 10% (standard), and (2) the proportion of students scoring as Above Growth will be similar to the proportions of students from MPS and national samples (growth). Table 3 and Figure 4 below show the proportion of students making Above Growth and Below Growth on reading and math by school year. As can be seen in the table, the proportion of students scoring Above Growth in both subjects remained at high levels with 79.7% for reading (a decrease of -10.3% from the previous year) and 95.7% for math (an increase of +10.7% from the previous year). It is also important to note that the proportion of students scoring as Above Growth increased substantially in 2010-2011 compared to 2009-2010. Table 3: Proportion of Students Scoring Above and Below Growth by School Year School Year Subject Above Growth Below Growth 34.1% 65.9% Reading 2009 - 2010 42.9% 57.1% Math 90.0% 10.0% Reading 2010 - 2011 85.0% 15.0% Math 79.7% 20.3% Reading 2011 - 2012 95.7% 4.3% Math * Note: Kindergarten students took the primary version of the MAP and therefore are not included in fall-to-spring growth. Figure 4: Student Proportion Above Growth by School Year and Subject 100% 95.7% 90.0% 85.0% 79.7% 80% 09/10 10/11 11/12 60% 42.9% 40% 34.1% 20% 0% Reading Math Minnesota Comprehensive Assessments – Series II/III The Minnesota Comprehensive Assessments – Series II/III (MCA-II/III) is a mandatory statewide assessment of reading and mathematics performance in grades 3-8, reading in grade 10, and mathematics in grade 11. The MCA-II is used to measure students’ progress toward mastery of Minnesota’s academic standards and was first administered in spring 2006. Performance on the MCA-II/III is reported in scaled scores and achievement levels (does not meet expectations, partially meets expectations, meets expectations, exceeds expectations). Those students who achieve levels of ‘meets expectations’ and ‘exceeds expectations’ are identified as “proficient” according to Minnesota’s academic standards by the Minnesota Department of Education. One of FAFA’s standards was that students will perform at or above district-wide proficiency levels on the MCA-II/III. As Table 4 and Figure 5 below show, FAFA’s proficiency rates were above district-wide levels in reading (+12.1%) and in mathematics (+22.4%). Reading and mathematics proficiency levels in 2012 and were slightly below statewide levels in both reading (-7.1%) and mathematics (-2.7%). A second goal of FAFA was that the proportion of proficient students will increase each school year. Since 2010, FAFA has indeed increased their proficiency levels each year. From 2011 to 2012, FAFA gained in reading (+8.5%) and in math (+16.4%) proficiency ratings. Over the past two years (2010 to 2012) FAFA has increased proficiency by +30.7% in reading and +35.0% in math. Table 4: Proportion of Students Enrolled in FAFA, Minneapolis Public School District, and Across Minnesota Scoring At or Above Proficiency over the last six Administrations of the MCA-II/III Reading Mathematics Year FAFA Minneapolis State FAFA Minneapolis State 2012 (Grades 3-6) 70.7% 58.6% 77.8% 65.0% 42.6% 67.7% 2011 (Grades 3-6) 62.2% 56.9% 77.2% 48.6% 38.5% 60.4% 2010 (Grades 3-6) 40.0% 51.5% 72.3% 20.0% 48.1% 65.9% 2009 (Grades 3-5) 52.6% 53.7% 75.0% 34.2% 58.5% 74.1% 2008 (Grades 3-4) 48.3% 51.8% 75.6% 37.9% 58.1% 76.5% 2007 (Grades 4, 6) 28.6% 48.2% 69.0% 28.6% 49.0% 66.9% 9 Figure 5: Proficiency Rates in Reading and Math at FAFA, MPS, and Statewide (2012) 100% 80% 77.8% 70.7% 67.7% 65.0% 60% 58.6% FAFA 42.6% MPS 40% Statewide 20% 0% Reading Math Since 2008 MDE has reported growth measures (in terms of the MCA–II/III) for both proficient and non-proficient students as High, Medium, and Low Growth. MDE classifies students who are proficient and High or Medium Growth as “On track” and students not proficient but High Growth also as “On track.” Table 5 below displays the percent of students “On track” from 2008 through 2012 for FAFA and in grades 3-6 for Minneapolis Public School district and Minnesota Public Schools. In 2012 FAFA showed 63.6% of students On Track in reading which exceeded MPS but fell slightly below the State; for math FAFA had 81.8% On Track which was significantly greater than MPS and Statewide. In reading, FAFA is above Minneapolis public schools, and not far behind the State of Minnesota. In math, the percentage of students at FAFA “On track” has more than quadrupled since 2010, gaining almost 20 percentage points just in 2012. These math “On track” numbers far surpass Minneapolis Public schools and even the State of Minnesota. Table 5: Proportion of Students Enrolled in FAFA, Minneapolis Public School District, and Across Minnesota demonstrating “On Track” growth. Year 2012 (Grades 4-6) 2011 (Grades 4-6) 2010 (Grades 4-6) 2009 (Grades 4-6) 2008 (Grades 4-6) Reading FAFA 63.6% 61.9% 48.4% 53.5% N/A Minneapolis 58.3% 62.9% 54.7% 53.2% 49.1% Math State 70.1% 71.9% 68.0% 65.6% 63.1% FAFA 81.8% 61.9% 19.5% 53.6% N/A Minneapolis 46.2% 45.8% 49.7% 44.8% 48.3% State 63.1% 63.8% 66.1% 61.7% 60.5% For the 2012 state assessment Minnesota was granted a waiver that modified Adequate Yearly Progress (AYP) standards for school accountability. The new standard for Minnesota is the Multiple Measures Rating (MMR). The MMR considers the proportion of total points gained in four academic areas: (1) proficiency, (2) growth from previous MCA assessment, (3) achievement gap reduction, and (4) graduation rates4. 4 Only applicable for schools serving students in grade 12. 10 As shown in Table 6, FAFA earned nearly all of the 25 possible points for proficiency (24.99 points) and achievement gap reduction (24.54 points) and over 86% of possible points for growth (21.64 points). The proportion of total points gained per school is used to rank schools into several categories. FAFA was rated above the 94th percentile and designated as a Reward School (top 15% of Title I schools). Table 6: Points Earned in Each MMR Category and MMR Overall Points and Rating Achievement Proficiency Growth School Gap Reduction Total Points MMR Rating Points Points Points FAFA 24.99 21.64 24.54 71.17 94.89% 11 SCHOOL OPERATIONAL PERFORMANCE Family Involvement. In addition to student performance, FAFA holds itself accountable with two non-academic goals: (a) increase parent involvement from 65% to 85% within three years, and (b) increase student enrollment by 10% for the 2012-2013 school year. FAFA collected baseline data surrounding parent involvement and established incremental increases over a three year period. FAFA did exceptionally well with increasing parent involvement. Parents were generally positive to the open-ended items indicating that FAFA did well in delivering individual attention to students, had quality teachers and staff, and had communicated with and kept parents involved in the school. Ninety six percent of the families at FAFA experienced positive contact from the teachers at FAFA. More than 48% of the families had face to face contact with their child’s teacher. Figure 6: 2011-2012 Parent Involvement Data Student Enrollment. During the 2010-2011 FAFA set a goal to increase student enrollment by 10% within one year. FAFA had an increase of +37.4% in student enrollment. 12 SUCCESSES, INNOVATIVE AND BEST PRACTICES, AND IMPLEMENTATION Friendship Academy of Fine (FAFA) Arts 2011 Annual Report documents many successes of an extraordinary team. Only a collaborative team: teachers, students, families, administration, school board, staff and community members all working with a shared mission and purpose, could earn such recognition. We define excellence in all areas of education, from standardized testing, financial management, parent involvement and arts to leveraging community partnerships. As we continue to define our comprehensive strategic plan, we must also pay careful attention to the details. Our broad success is made up of many hours spent together working for the greater good of the families that entrust the Board to govern and educate the children we service. FAFA sets a bar that few other urban elementary schools can reach. Below are some highlights of our success and implementation of best practices. AYP District Improvement Plan. Since the 2007-2008 school year, the FAFA School District has been mandated by the State of Minnesota to write and implement a District Improvement Plan aimed at increasing student achievement of specific sub-groups of students as indicated by our annual Adequate Yearly Progress (AYP) results. In 2011, FAFA made AYP for the second consecutive year in both reading and math proficiency. We exited the School Choice consequence phase of AYP for math proficiency and returned to the No Stage level for both reading and math. FAFA was not required to write an AYP District Improvement Plan for the 2012-13 school year. Mathematics Achievement. Documented curriculum, including common assessments, was implemented in all grades 2 through 6 Mathematics classes during the 2011-2012 school year. All classes used new resources and teachers were trained in using the resources. The implementation was monitored and data gathered in the process was used to make revisions to common summative assessments and curriculum maps. Multiple Measures Rating. FAFA gained 95% of possible points on the Multiple Measures Rating (MMR) placing the school in the 94th percentile of all Minnesota schools; FAFA is designated as a Reward School for scoring in the top 15% of Title I schools on the MMR. National Recognition. The Star Tribune and Charter School Partners identified FAFA as one of the highest performing charter schools in the state of Minnesota for 2 consecutive years (2011 and 2012). 13 CHALLENGES AND FUTURE PLANS FAFA also faced a number of challenges in 2011-2012 and implemented unique strategies to face these challenges. Below is a list of challenges and strategies as well as future plans for the school. • FAFA students and educators face divergent challenges. On one hand, we face the immediate pressure to raise scores on high-stakes standardized tests and to meet new national and state standards. On the other hand, teachers must prepare students for learning in a global society where collaboration, creativity, problem solving, critical thinking, communication and cultural understanding are keys to success. • Meeting all students where they are allows more equal access to our rigorous educational environment, and promotes greater success for all students. FAFA teachers and support staff provide a continuum of programs and services to engage and inspire all learners. • All students in grade K through 6 receive Title I support. During the 2011 school year FAFA initiated blended learning opportunities for the majority of our student population. FAFA implemented an online math program, IXL. With access to this online math program both during and after school students had the opportunity to continue their learning and practicing of grade level math content. • FAFA recognizes that not all students have access to a computer in their home. Community Partnerships, fund raising efforts and grant opportunities are being sought to enhance technology for the school, students, teachers and staff. One of the goals identified in our Comprehensive Strategic Plan is to enhance the technology at FAFA. A committee has been created to identify funding sources. • FAFA will implement the Common Core Standards in literacy, social studies, and science, and math during the 2011-2012 school year to provide a consistent, clear understanding of academic standards for students that reflect the knowledge and skills students need for success in college and careers. Science is an area of growth and FAFA will be working closely with MDE assessment and standards division to assess our areas of growth. • To improve student achievement, FAFA has and plans to continue to develop and strengthen the supports offered through partnerships with external agencies such as Hamline University, Center for School Change, and MDE through Quality Compensation. • Plans are in place for continued, focused professional development for the leadership team, teachers, and support staff in collaboration with FAFA’s principal to create a strategic vision for continuous development and engaging stakeholders in academic and operation improvements. 14 FINANCES FAFA will submit audited financial information to Minneapolis Public Schools and the Minnesota Department of Education on or before December 31, 2012. See Appendix E for FAFA’s UFARS statement run September 15, 2012. 15 STAFFING FAFA experienced comparatively higher rates of turnover among teaching and non-teaching staff during the 20110-2012 school year. Turnover rates were over 50% in 2010-2011 and remined relatively high in 2011-2012. Turnover rates reflect a restructuring with a focus on FAFA’s commitment to student achievement, as recent student achievement gains show. Table 7: Turnover Rates Among Teaching and Non-Teaching Staff at FAFA Year Teaching Staff Non-teaching Staff Total 2011-2012 50.0% 11.1% 29.4% 2010-2011 57.1% 0.0% 22.2% 2009-2010 0.0% 0.0% 0.0% 2008-2009 0.0% 11.1% 6.25% 2007-2008 28.6% 10.0% 17.6% 2006-2007 14.3% 0.0% 4.8% Table 8 below shows all staff employed at FAFA for the 2011-2012 year, their position, and whether or not he or she will be returning for the 2012-2013 year. Table 8: FAFA Staff Position FTE 11-12 12-13 Status Reason for change? Ethel Norwood Director 1.0 Y N Position Reconstructed Datrica Chukwu Marian Langley Verlon Laird Academic Director Clerk/Student Support Clerk/Student Support Marketing/Curriculum Coordinator Special Education Kindergarten 1st Grade 2nd grade 3rd Grade 4th Grade 5th Grade 6th Grade Educational Assistant Educational Assistant Educational Assistant Educational Assistant Technology Support Technology Coordinator Food Service 1.0 1.0 1.0 Y Y Y Y Y Y 1.0 Y Y 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 1.0 Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y N N N Y N Y Y Y Y Y Y Y Y Name File Folder Juan Effiom Carr Kpanyor Anna Nelson Allison Waxson Lisbeth Le Salle Marie Thoemke Laurie Johnson Melissa Johnson Julia Brandes Julia Sabal Terracelyn Smith Keturah White Evette Nance Paul Collier Penny Vang Ebony Cotton 394524 444590 456242 395818 455367 391902 404092 394524 Relocation New Position Terminated New Position 16 A total of three new staff will be joining FAFA in 2012-2013 as displayed in Table 9 below. Table 9: New FAFA Staff Name Louisa Martinez Rebecca Coubal Lauri Barber Jenna Reynolds Margaret Jordan File Folder Position FTE 466717 467173 224773 467662 5th Grade 2nd Grade 3rd Grade 1st Grade Educational Assistant 1.0 1.0 1.0 1.0 1.0 17 GOVERNANCE AND MANAGEMENT For 2011-2012, there were five seated members of FAFA’s governing board. Three board members represented the community with one representing parents and one staff. Table 10 below displays the 2011-2012 FAFA board. Table 10: FAFA’s Board of Directors Board Group Name Position Represented Mary Riley Chair Community Wendy Hines Treasurer Community Nell Collier Secretary Community Louis Smith Director Parent Anna Nelson Director Staff Brenda Hill Director Community Contact Information 612-879-6703 612-879-6703 612-879-6703 612-879-6703 612-879-6703 612-879-6703 Date Seated July 2011 July 2011 July 2010 October 2011 December 2010 March 2012 Note that regular meetings of the Board of Directors were held monthly. In addition, each Board Member had one vote. The affirmative vote of a majority of a quorum of voting members constituted a duly authorized action of the members. All of FAFA’s Board members took advantage of MDE approved trainings in 2011-2012 in the following areas: Governance, Finance, Board Roles and Responsibilities, and Employment Policy and Practices. 18 PROFESSIONAL DEVELOPMENT FAFA implemented a professional development plan throughout the 2011-2012 school year. The plan was developed by the school’s Board of Directors and the school’s director. Table 11 below displays the date, brief description of the professional development activities, and time spent on the activities. As can be seen in the table, FAFA teachers and administrators participated in a number of various professional development activities throughout the school year, all aimed at improving student achievement for a total of 111 hours. Table 11: FAFA 2011-2012 Professional Development Date(s) Description August 2011 – October 2012 Professional Knowledge: Declarative skills, instruction and disposition, and individual learning plans connected to units and lesson plans Culturally-relevant differentiated teaching instruction on all academic subjects including the arts, focus on interpersonal skills and establish an intercultural development inventory and develop a 3 year plan Mentoring/leader training, focus on leadership skills for teachers and administrators Communication to students, parents, and between staff, individual learning plans connected to units and lesson plans August 2011 – January 2012 August 2011 – May 2012 August 2011 – October 2012 September 2011 – May 2012 October 2011 – May 2012 November 2011 – May 2012 Time 8 hours 8 hours 34 hours 4 hours Coaching: Implementing data-directed instruction for rigor and learning 33 hours SIOP: Sheltered Instruction Observation Protocol 16 hours Cross-cultural communication to student, parents, and between staff 8 hours 19 APPENDIX A: REGISTRATION WITH MINNESOTA ATTORNEY GENERAL’S OFFICE Please note that the Minnesota Attorney General’s Office has FAFA listed as a K-4 school rather than a K-6 school. FAFA is working with the Attorney General’s Office to resolve this discrepancy. 20 Office of Minnesota Attorney General Lori Swanson 1 of 1 Our Office More about Attorney General Lori Swanson Charity Links AG Home Charities Search Guide to Charities Laws Charities Forms Charity Resources Extension Request Minnesota Attorney General's Office 1400 Bremer Tower 445 Minnesota Street St. Paul, MN 55101 Consumer http://www.ag.state.mn.us/charities/SearchResults.asp?FederalID=311756049 Charities Resources Complaint Form Contact Us Scams Search Results Organization Name FRIENDSHIP FINE ARTS ACADEMY CHARTER SCHOOL Organization Type CHARITY Contact Person ATTN ETHEL NORWOOD Address 2600 - 38TH STREET EAST City MINNEAPOLIS State MN Zip Code 55406- IRS Code 501(c) 03 Purpose or Description A charter school offering arts-infused curriculum to children in grades K through 4. Phone Number (612) 879-6703 Status ACTIVE Extension None What year would you like to see information for? Most Current Year (651) 296-3353 (800) 657-3787 Submit M - F 8 am - 5 pm TTY:(651) 297-7206 TTY:(800) 366-4812 9/20/2012 1:10 PM APPENDIX B: APPLICATION FOR ENROLLMENT 22 Student Application For Admission Please print all information clearly: Student’s Information: Last Name: ________________________ First: __________________ Grade: ______ Parent’s Information: Last Name________________________ First: _______________________________ Address: _____________________________________________ City: ____________________________ State: __________________ Zip: _________ Day Phone: _______________________ Evening Phone: _______________________ Emergency Information: Last Name: _________________________ First: _____________________________ Day Phone: _________________________ Evening Phone: _____________________ Relationship to student: __________________________________________________ Parent Signature______________________________________ Date______________ Revised 7-30-07 APPENDIX C: ENROLLMENT AND ADMISSIONS POLCY 24 Admission and Enrollment Policy Of Friendship Academy of Fine Arts Admission Requirement of Friendship Academy of Fine Arts 1.1.1 Friendship Academy of Fine Arts policy is open enrollment to all students in the appropriate grades of Kindergarten through sixth grade. 1.2 Friendship Academy of Fine Arts does not limit admission to pupil on the basis of intellectual ability, measures of achievement or aptitude, or athletic ability. 1.3 Friendship Academy of Fine Arts enroll an eligible pupil who submits a timely Application, unless the number exceeds the capacity of the program, class, or grade level. In such cases, selection shall be by lot. A student continuing for the next year will be reenrolled for the next year with out re-application. Sibling of an already enrolled student will be given priority in admission over students in the lottery pool. 1.4 Friendship Academy of Fine Arts will notify student and parent or guardian when the school encounter applications for enrollment surpass the capacity of the school and the application for admission is declined. 1.5 Friendship Academy of Fine Arts request an application for admission be completed by parent or guardian. 1.6 Friendship Academy of Fine Arts review parents completed admission form, provide any and all requested information about program and transportation to parent and upon request, admission to enroll is completed. 1.7 Friendship Academy of Fine Arts enrollment form and necessary documentations for placement is completed for each student by parent and enrollment process is complete. APPENDIX D: ENROLLMENT FORM 26 Admission Form District # 4079 “Educating Students for a Successful Global Future through the Arts” Enrolled Date_________ Grade_______ Student_______________________________________________________________________ First Middle Last Address_______________________________________________________________________ City_______________ State______ Zip Code ____Phone ( ) ________________________ Birth Date_____/______/____ Sex M___F___ Social Security #_______-______-___________ Month Day Year Father’s Name________________ _Day Phone______________ Evening Phone_____________ Address if different than child’s____________________________________________________ Mother’s Name________________ Day Phone______________ Evening Phone_____________ Address if different than child’s____________________________________________________ Last year’s school / preschool____________________________ Last year’s grade___________ School Address_________________________________ School Phone#___________________ School City___________________________________ State__________ Zip Code___________ Did the student receive Special Education Services addressed by an IEP? ____Yes _____NO Please provide an emergency contact person (other than parent) First and Last Name Relationship to Student Telephone # How did you hear about Friendship Academy of Fine Arts Charter School? A friend____ Website____ Media_____ Radio _____ Newspaper Ad_____ Community Meeting___ Church______ Business Org. _____ Flyer_____ Other______ Parent Signature______________________________________ Date_____________________ Revised 7-30-07R APPENDIX E: UFARS FINANCIAL STATEMENT 28 DISTRICT NBR-TYPE 4079-07 UNAUDITED MINNESOTA DEPARTMENT OF EDUCATION DISTRICT NAME: FRIENDSHIP ACDMY OF FINE ARTS CHTR. REVENUE SUMMARY REPORT ECSU 11 ESV REGION 9 DATA YEAR 11-12 GENERAL FUND FOOD SERVICE FUND COMMUNITY SERVICE FUND FNA02040790712 RUN DATE 09/15/12 DATA AS OF 09/14/12 OPERATING FUNDS TOTAL TOTAL ALL FUNDS REVENUE SOURCE 001-020 021-099 200-299 300-371 381-499 500-599 601-622 625-629 LOCAL TAXES OTHER LOCAL GENERAL STATE AID STATE SUPPORT PRG FEDERAL THRU SDE FEDERAL DIRECT SALES&CONVERSION INS REC & OTHER TOTAL REVENUES * * * * * * * * 7,210.99 881,334.73 152,057.73 74,846.31 36,566.14 12,894.60 7,210.99 881,334.73 188,623.87 87,740.91 1,115,449.76 49,460.74 1,164,910.50 * 7,210.99 881,334.73 188,623.87 87,740.91 1,164,910.50 OTHER FINANCING SOURCES 623-624 PROP/EQUIP. SALES 631-639 BONDS AND LOANS 640-651 TRANSFERS * * * TOT.OTHER FINANCE * DESIGNATED REV UNDESIGNATED REV 1,115,449.76 BLDG CONSTR FUND * 1,164,910.50 * 49,460.74 DEBT SERVICE FUND TRUST FUND AGENCY FUND 1,164,910.50 INTERNAL SERVICE FUND REVENUE SOURCE 001-020 021-099 200-299 300-371 381-499 500-599 601-622 625-629 LOCAL TAXES OTHER LOCAL GENERAL STATE AID STATE SUPPORT PRG FEDERAL THRU SDE FEDERAL DIRECT SALES&CONVERSION INS REC & OTHER * * * * * * * * TOTAL REVENUE * 7,210.99 881,334.73 188,623.87 87,740.91 1,164,910.50 OTHER FINANCING SOURCES 623-624 PROP/EQUIP. SALES 631-639 BONDS AND LOANS 640-651 TRANSFERS * * * TOT.OTHER FINANCE * DESIGNATED REV. UNDESIGNATED REV. * * 1,164,910.50 NON-OPERATING FUNDS TOTAL TOTAL ALL FUNDS OPEB REV TRUST FUND OPEB IRREV TRUST FUND OPEB DEBT SERVICE FUND REVENUE SOURCE 001-020 021-099 200-299 300-371 381-499 500-599 601-622 625-629 LOCAL TAXES OTHER LOCAL GENERAL STATE AID STATE SUPPORT PRG FEDERAL THRU SDE FEDERAL DIRECT SALES&CONVERSION INS REC & OTHER * * * * * * * * TOTAL REVENUE * OTHER FINANCING SOURCES 623-624 PROP/EQUIP. SALES 631-639 BONDS AND LOANS * * 7,210.99 881,334.73 188,623.87 87,740.91 1,164,910.50 640-651 TRANSFERS * TOT.OTHER FINANCE * DESIGNATED REV. UNDESIGNATED REV. * * 1,164,910.50